Ephemeral Media explores the practices, strategies and textual forms helping producers negotiate a fast-paced mediascape. Examining dynamics of brevity and evanescence in the television and new media environment, this book provides a new perspective on the transitory, and transitional, nature of screen culture in the early twenty-first century.

In the age of "complex Tv", of social networking and massive consumption of transmedia narratives, a myriad short-lived phenomena surround films and TV programs raising questions about the endurance of a fictional world and other mediatized discourse over a long arc of time. The life of media products can change direction depending on the variability of paratextual materials and activities such as online commentaries and forums, promos and trailers, disposable merchandise and gadgets, grassroots video production, archives, and gaming. This book examines the tension between permanence and obsolescence in the production and experience of media byproducts analysing the affections and meanings they convey and uncovering the machineries of their persistence or disposal. Paratexts, which have long been considered only ancillary to a central text, interfere instead with textual politics by influencing the viewers’ fidelity (or infidelity) to a product and affecting a fictional world’s "life expectancy". Scholars in the fields of film studies, media studies, memory and cultural studies are here called to observe these byproducts' temporalities (their short form and/or long temporal extention, their nostalgic politics or future projections) and assess their increasing influence on our use of the past and present, on our temporal experience, and, consequently, on our social and political self-positioning through the media.

Research Paper (undergraduate) from the year 2015 in the subject Pedagogy - Adult Education, University of Kaiserslautern, language: English, abstract: Communication on different levels (incl. the four ears model) is dealt with and a seminar planning for an exemplary self-confidence training is carried out. Possible target groups and their differences and requirements are discussed. Didactic design and organizational pedagogy will be related. The use of media in connection with different action situations and action patterns are discussed. Another task deals with self-confidence training. Here, one learns how to react to crises, stress factors and exposed situations in the best possible way. The last two tasks explain the concept of organizational pedagogy, didactic design and show how to apply this knowledge in typical action situations.